The DL on the DL (Differentiated Learning)

When these words are put together, we get two common educational terms: differentiated learning (DL) and differentiated instruction (DI), which are often used interchangeably.  Carol Ann Tomlinson provides a great definition for the educational context of DI/DL: the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." In recent years, there has been an increased emphasis of incorporating DI/DL into the core framework of teaching and learning.

DI/DL has a long history that dates back to the beginnings of formalized education. Dr. Carol Ann Tomlinson is one of today's leading advocates and experts on DI/DL. Dr. Tomlinson encourages teachers to differentiate in four major ways: content, process, product, and learning environment. She, as well as many other educators, emphasize that DI/DL has many different components that should be utilized and mastered in order to make it successful.  Edutopia has multiple articles, blogs, and videos that explain and highlight ways to make this happen as well as a Resource Roundup.

There are many strategies to successfully implement DI/DL. Many of these strategies, such as using inquiry, incorporating the five senses, and utilizing variety are things we have already learned or will be learning in AEE 412. Other strategies like peer buddies, open-ended questioning, and group work, are easy to build into classroom procedures from day 1. Effective teachers will also rely on student feedback, focusing on essential concepts instead of minute details, and tiered assignments to help DI/DL work in their classrooms. This great resource from TeachThought provides a list of 50 easy to use DI/DL strategies.

While at first the idea of DI/DL might seem intimidating, it is easier to implement once it is put into practice. Through purposeful planning and effective activity selection, DI/DL can be successful in all classrooms. There are many more resources out there on the subject, but hopefully this concise "DL on the DL" sums up the basics of this valuable educational topic! 

The Asset of Assessment

Assessment: something that can either be an asset to teachers and learners or something they detest. When many people hear the word assessment, they automatically think of tests. But, assessment is so much more than that and can come in many forms that cater to a variety of learning styles. It can be used in many different ways, and for many different purposes. 

When choosing the type of assessment to use, it is helpful to keep the learning audience in mind. Some things to consider are the ages, maturity level, learning styles, class size, and prior knowledge of material of the learners. Another thing to keep in mind is the purpose of the assessment, and what it's results will indicate or be used for. Access to technology can also be a contributing factor, as there are many new and exciting types of assessment that incorporate videos, smart phones, iPads, and computers. 

Many teachers will choose to design their own assessment, which comes with an additional set of challenges. Besides just choosing the type of assessment to create, they also need to think about how it will relate to the goals and objectives of the content being assessed. The best types of assessments are authentic in the fact that students are able to acquire and use content on the same level of Bloom's taxonomy that they will be assessed on it. A common mistake is to teach material at a lower level of Bloom's and then assess students on a higher level, which leads to frustration on the part of both the teacher and the learner. 

The videos below give some great insight into how to effectively use, choose, and design assessment.

Overview of Assessment

Introduction to Assessment

A key to keeping assessment as an asset is to use variability, and to use it often. Through incorporating various types of assessment on a frequent basis, learners are able to show what they know in many different ways. This also keeps assessment stress down, and give the teachers more options and opportunities to check for student understanding. 

The term assessment does not have to bring a feeling a dread to teachers and learners. By keeping it constantly used, varied, and authentic, assessment can become a positive term. Let's make assessment a true asset to your classroom!

Digital Resources for PBL

Intro to PBL

PBL Success: Start to Finish

5 Keys to Rigorous PBL

Real World PBL: Projects

Group Problem Solving

STEAM PBL